教育科学 ›› 2026, Vol. 42 ›› Issue (1): 46-52.

• 课程与教学研究 • 上一篇    下一篇

产教融合型一流本科课程建设:内涵、原则与实践路径*

杨春1, 李锋1, 李箐2   

  1. 1 沈阳师范大学 国际商学院, 辽宁 沈阳 110034
    2 辽宁大学 经济学部亚澳商学院, 辽宁 沈阳 110136
  • 出版日期:2026-01-15 发布日期:2026-05-18
  • 作者简介:杨春(1967- ),男,北京人,沈阳师范大学国际商学院教授,经济学博士,主要从事经济新业态和高等教育研究;
    李锋(1967- ),男,辽宁沈阳人,沈阳师范大学国际商学院教授,管理学博士,主要从事高等教育管理研究;
    李箐(1975- ),女,辽宁沈阳人,辽宁大学经济学部亚澳商学院副教授,管理学博士,主要从事高等教育学位制度研究。
  • 基金资助:
    *辽宁省社会科学规划基金教育学一般项目“高等教育荣誉学位制度的国际比较与中国路径研究”(L25BED003)

Construction of Industry-Education Integrated First-Class Undergraduate Courses: Connotation, Principles, and Practical Pathways

Yang Chun1, Li Feng1, Li Qing2   

  1. 1 College of International Business, Shenyang Normal University, Shenyang Liaoning 110034
    2 Asia Australia Business School, Faculty of Economics, Liaoning University, Shenyang Liaoning 110136
  • Online:2026-01-15 Published:2026-05-18

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摘要：

产教融合型一流本科课程建设是高等教育深化教学改革、回应产业需求的重要实践创新。本研究基于三螺旋创新理论、泰勒原理及情境学习理论,系统阐释了产教融合型一流本科课程建设的内涵、原则与实践路径。产教融合型一流本科课程建设在内涵上强调通过价值引领、实践教学等六大维度实现教育链与产业链协同;在原则上强调遵循“以学生发展为中心”等四大准则;在实践路径上强调以产业需求逆向设计目标,重构具有高阶性、创新性和挑战度的内容,创新实践教学等方法,建立“过程-成果”双维评价体系,以有效解决校企协同不足、课程滞后于产业实际需求等问题。

关键词: 产教融合, 一流本科课程, 建设内涵, 建设原则, 实践路径

Abstract:

The construction of industry-education integrated first-class undergraduate courses constitutes an important practical innovation for deepening teaching reform in higher education and responding to industrial demand. Grounded in the Triple Helix theory of innovation, Tyler’s principles of curriculum development, and situated learning theory, this study systematically elaborates the construction connotation, development principles, and practical pathways of industry-education integrated first-class undergraduate courses. In terms of construction connotation, such course construction emphasizes the coordination between the education chain and the industrial chain through six key dimensions, including value orientation and practice-based teaching. With respect to development principles, it highlights adherence to four core guidelines, most notably a student development-centered orientation. Regarding practical pathways, the study underscores the reverse design of course objectives based on industrial demand, the reconstruction of course content characterized by higher-order learning, innovativeness, and an appropriate level of challenge, the innovation of practice-oriented teaching methods, and the establishment of a dual-dimensional “process-outcome” evaluation system. These approaches aim to effectively address challenges such as insufficient university-industry collaboration and the lag of course content behind actual industrial needs.

Key words: industry-education integration, first-class undergraduate courses, construction connotation, development principles, practical pathways

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